Perceived emotional intelligence, general intelligence and early professional success: predictive and incremental validity

Although the study of factors affecting career success has shown connections between biographical and other aspects related to ability, knowledge and personality, few studies have examined the relationship be-tween emotional intelligence and professional success at the initial career stage. When these studies were carried out, the results showed significant relationships between the dimensions of emotional intelligence (emotional self-awareness, self-regulation, social awareness or social skills) and the level of professional competence. In this paper, we analyze the relationship between perceived emotional intelligence, measured by the Trait Meta-Mood Scale (TMMS-24) questionnaire, general intelligence assessed by the Cattell factor "g" test, scale 3, and extrinsic indicators of career success, in a sample of 130 graduates at the beginning of their careers. Results from hierarchical regression analysis indicate that emotional intelligence makes a specific contribution to the prediction of salary, after controlling the general intelligence effect. The perceived emotional intelligence dimensions of TMMS repair, TMMS attention and sex show a higher correlation and make a greater contribution to professional success than general intelligence. The implications of these results for the development of socio-emotional skills among University graduates are discussed.

Profiles of emotional intelligence and learning strategies in a sample of Chilean students

In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.

A combined probabilistic framework for learning gestures and actions

In this paper we introduce a probabilistic approach to support visual supervision and gesture recognition. Task knowledge is both of geometric and visual nature and it is encoded in parametric eigenspaces. Learning processes for compute modal subspaces (eigenspaces) are the core of tracking and recognition of gestures and tasks. We describe the overall architecture of the system and detail learning processes and gesture design. Finally we show experimental results of tracking and recognition in block-world like assembling tasks and in general human gestures.

Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students

The evidence suggests that emotional intelligence and personality traits are important qualities that workers need in order to successfully exercise a profession. This article assumes that the main purpose of universities is to promote employment by providing an education that facilitates the acquisition of abilities, skills, competencies and values. In this study, the emotional intelligence and personality profiles of two groups of Spanish students studying degrees in two different academic disciplines – computer engineering and teacher training – were analysed and compared. In addition, the skills forming part of the emotional intelligence and personality traits required by professionals (computer engineers and teachers) in their work were studied, and the profiles obtained for the students were compared with those identified by the professionals in each field. Results revealed significant differences between the profiles of the two groups of students, with the teacher training students scoring higher on interpersonal skills; differences were also found between professionals and students for most competencies, with professionals in both fields demanding more competencies that those evidenced by graduates. The implications of these results for the incorporation of generic social, emotional and personal competencies into the university curriculum are discussed.